Fall 2016 Overview:The IB Diploma Programme at

Cordova High SchoolCordova High School

Rachel Nguyen, IBDP CoordinatorAmy Strawn, Head of School

Communication

-Remind for IBDP Parents: text @ibdppa to 81010-rnguyen@fcusd.org

Overview

OverviewCourse Requirements for the IB Diploma:-6 IB classes over two years

-3 at the Higher Level (Language & Literature, History, Biology, Visual Arts, and Global Politics)-3 at the Standard Level (Language B, Global Politics, Chemistry, Environmental Systems & Societies, Math/Math Studies, Visual Arts)

OverviewCore Requirements

-At least 100 hours of instruction in The Theory of Knowledge course, culminating in an essay and a presentation-Extended Essay (2,500-4,000 words of inquiry-based research)-Creativity, Action, and Service (including a leadership project)

Earning the IB Diploma

Points Possible in Courses: 42Points Possible in Core: 3Total Points Possible: 45Point Requirement for HL Courses: 12Minimum Requirement for Diploma: 24

Group 4 Science Project

September 8, 1:30 (earlier today), Planning

September 14, 7am-5pm trip to Point Pinole

September 29, 1:30 Group Presentations

College & The IB: Benefits● recruitment—actively recruiting Diploma Programme students

● admission—the IB diploma is fully recognized in the admissions process,

addressing Diploma Programme students specifically in documentation and

publications

● placement—acknowledging the rigour of IB courses and establishing prerequisites

for IB courses that are fair and equitable in comparison with those for state,

provincial and/or other examination courses; understanding and acknowledging the

English language proficiency of DP students who undertook the programme in

English

College & The IB: Benefits

● credit—providing detailed information on the courses for which credit is possible

based on DP scores; specifically understanding and recognizing theory of

knowledge, the extended essay and the content of both standard and higher level

courses

● scholarships—providing scholarships or scholarship opportunities specifically for

IB diploma students

College & The IB: ScholarshipsClass of 2016 Scholarships earned by IB Diploma Program Students:

● Don Notolli Scholarship● Rancho Cordova Rotary Club Scholarship● Catherine Fidel Scholarship● Coach Jones Scholarship● Daniel Campbell Ford Scholarship● PTSA Scholarship● Landmark Construction Scholarship

● FCLA Scholarship● Ose Family Community Service Award● California Scholarship Federation - Life

Members● Senate Academic Achievement Award● Golden State Seal Diploma Awards● Seal of Biliteracy Awards

College & The IB: UC Credits

UC awards students who complete the IB diploma with a score of 30 or above with 30 quarter (20 semester) units toward their UC degree. Students who receive IB certificates with scores of 5, 6 or 7 on Higher Level exams will receive 8 quarter (5.3 semester) units.

College & The IB: CSU Credits

Scores of 4, 5, 6, or 7 on Higher Level International Baccalaureate (IB) courses in high school will be awarded credit. No credit is given for Standard Level IB courses.

Overview: IB AssessmentsEach IBDP course has at least one internal assessment and at least one external assessment.

Internal Assessments are graded by the teacher, and a strategically selected sampling is sent to the IB for moderation by April. Internals typically account for 30% of a student’s total IB score.

External Assessments are graded by an IB examiner. Most external assessments are May Exams; Language submits additional externals in March. Externals account for the remaining 70%.

Group 1, Language & Literature: Nature of the Assessment

Internal Assessments, 30%: Further Oral Activity, 15%, Individual Oral Commentary, 15%.

External Assessments, 70%: Written Task 1 (text type with rationale) & Written Task 2 (critical response with outline), 20%; Paper 1 (comparative response to unseen text) & Paper 2 (essay response to texts studied), 50%.

Group 2 Language B SL: Nature of the Assessment

External assessment:70%Paper 1 (1 hour 30 minutes): Receptive skillsText-handling exercises on four written texts, based on the core, 25%Paper 2 (1 hour 30 minutes): Written productive skills. One writing exercise of 250–400 words from a choice of five, based on the options, 25%Written assignment: Receptive and written productive skillsInter-textual reading followed by a written task of 300–400 words plus a 150–200 word rationale, based on the core, 20%

Group 2, Language B SL: Nature of the Assessment

Internal assessment--Internally assessed by the teacher and externally moderated by the IB, 30%

Individual oral (8–10 minutes)Based on the options: 15 minutes' preparation time and a 10 minute (maximum) presentation and discussion with the teacher, 20%

Interactive oral activityBased on the core: Three classroom activities assessed by the teacher.

Group 3, History: Nature of the AssessmentExternal assessment (5 hours), 80%Paper 1 (1 hour): Source-based paper based on the five prescribed subjects. Choose one prescribed subject from a choice of five. Answer four structured questions, 20%Paper 2 (1 hour 30 minutes): Essay paper based on the 12 world history topics. Answer two essay questions on two different topics, 25%Paper 3 (2 hours 30 minutes): Separate papers for each of the four regional options. For the selected region, answer three essay questions, 35%

Group 3, History: Nature of the Assessment

Internal assessment, 20%Historical InvestigationStudents are required to complete a 1,200-1,500 word historical investigation into a topic of their choice which is internally assessed on: • A: Plan of the investigation• B: Summary of evidence• C: Evaluation of sources• D: Analysis• E: Conclusion• F: Sources and word limit

Group 3, Economics: Nature of the Assessment

External assessment (3 hours), 80%Paper 1 (1 hour and 30 minutes), 40%An extended response paper Section A, Syllabus content: section 1—microeconomics

Section B, Syllabus content: section 2—macroeconomicsPaper 2 (1 hour and 30 minutes), 40%

A data response paper Section A, Syllabus content: section 3—international economicsSection B, Syllabus content: section 4—development economics

Group 3, Economics: Nature of the Assessment

Internal assessment (20 teaching hours), 20%This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Students produce a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media.

(maximum 750 words x 3).

Group 4, Biology HL: Nature of the AssessmentExternal assessment (4.5 hours), Paper 1 (1 hour), 20%● 40 multiple-choice questions on core and AHL material, about 15 of

which are common with SL.● The questions on paper 1 test assessment objectives 1, 2 and 3.

Group 4, Biology: Nature of the Assessment

Paper 2 (2¼ hours), 36%● Data-based question.● Short-answer and extended-response questions on core and AHL

material.● Two out of three extended response questions to be attempted by

candidates.● The questions on paper 2 test assessment objectives 1, 2 and 3.● The use of calculators is permitted.

Group 4, Biology: Nature of the Assessment

Paper 3 (1¼ hours), 24%● Section A: candidates answer all questions, two to three

short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the core and AHL material.

● Section B: short-answer and extended-response questions from one option.

● The questions on paper 3 test assessment objectives 1, 2 and 3.● The use of calculators is permitted.

Group 4, Biology: Nature of the Assessment

Internal Assessment, 20%The internal assessment task is one scientific investigation taking about 10 hours and the write-up should be about 6 to 12 pages long. Some of the possible tasks include:-a hands-on laboratory investigation-using a spreadsheet for analysis and modelling-extracting data from a database and analysing it graphically-producing a hybrid of spreadsheet/database work with a traditional hands-on investigation-using a simulation provided it is interactive and open-ended.

Group 4, Chemistry: Nature of the Assessment

External Assessment Paper 1 (¾ hour), 20%● 30 multiple-choice questions on core, about 15 of which are

common with HL.● The questions on paper 1 test assessment objectives 1, 2 and 3.● The use of calculators is not permitted.● Students will be provided with a periodic table.● No marks are deducted for incorrect answers.

Group 4, Chemistry Nature of the Assessment

Paper 2 (1¼ hours), 40%● Short-answer and extended-response questions on core material.● The questions on paper 2 test assessment objectives 1, 2 and 3.● The use of calculators is permitted. ● A chemistry data booklet is to be provided by the school.

Group 4, Chemistry Nature of the AssessmentPaper 3 (1 hour), 20%● This paper will have questions on core and SL option material.● Section A: one data-based question and several short-answer

questions on experimental work.● Section B: short-answer and extended-response questions from one

option.● The questions on paper 3 test assessment objectives 1, 2 and 3.● The use of calculators is permitted.● A chemistry data booklet is to be provided by the school.

Group 4, Chemistry: Nature of the Assessment

Internal Assessment, 20%The internal assessment task is one scientific investigation taking about 10 hours and the write-up should be about 6 to 12 pages long. Some of the possible tasks include:-a hands-on laboratory investigation-using a spreadsheet for analysis and modelling-extracting data from a database and analysing it graphically-producing a hybrid of spreadsheet/database work with a traditional hands-on investigation-using a simulation provided it is interactive and open-ended.

Group 5, Math Studies SL: Nature of the Assessment

External assessment (3 hours) 80%

Paper 1 (1 hour 30 minutes) 15 compulsory short-response questions based on the whole syllabus, 40%

Paper 2 (1 hour 30 minutes) 6 compulsory extended-response questions based on the whole syllabus, 40%

Group 5, Math Studies SL: Nature of the Assessment

Internal assessment, 20%The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements. Word limit is 2,000.

Group 5, Math Studies SL: Nature of the AssessmentThe specific purposes of the project are to:● develop students’ personal insight into the nature of mathematics and to develop

their ability to ask their own questions about mathematics● encourage students to initiate and sustain a piece of work in mathematics● enable students to acquire confidence in developing strategies for dealing with new

situations and problems● achieve a sense of personal satisfaction in studying mathematics● enable students to experience mathematics as an integrated organic discipline ● enable students to see connections and applications of mathematics to other areas

of interest● provide opportunities for students to show, with confidence, what they know and

what they can do.

Group 5, Math SL: Nature of the Assessment

External assessment, 80%Paper 1 (1 hour 30 minutes) No calculator allowed, 40%

Section A, Compulsory short-response questions based on the whole syllabus.

Section B, Compulsory extended-response questions based on the whole syllabus.

Group 5, Math SL: Nature of the Assessment

Paper 2 (1 hour 30 minutes) Graphic display calculator required, 40%Section A, Compulsory short-response questions based on the

whole syllabus.Section B, Compulsory extended-response questions based on

the whole syllabus.

Group 5, Math Studies SL: Nature of the Assessment

Internal assessment, 20%The project is an individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements. Word limit is 2,000.

Group 5, Math Studies SL: Nature of the AssessmentThe specific purposes of the project are to:● develop students’ personal insight into the nature of mathematics and to develop

their ability to ask their own questions about mathematics● encourage students to initiate and sustain a piece of work in mathematics● enable students to acquire confidence in developing strategies for dealing with new

situations and problems● achieve a sense of personal satisfaction in studying mathematics● enable students to experience mathematics as an integrated organic discipline ● enable students to see connections and applications of mathematics to other areas

of interest● provide opportunities for students to show, with confidence, what they know and

what they can do.

Group 6, Visual Arts SL: Nature of the Assessment

External assessment, 60%

Part 1: Comparative study, 20%

● Students at SL analyse and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts.

Group 6: Nature of the Assessment

● SL students submit 10–15 screens which examine and compare at least three artworks, at least two of which should be by different artists. The work selected for comparison and analysis should come from contrasting contexts (local, national, international and/or intercultural).

● SL students submit a list of sources used.

Group 6: Nature of the Assessment

Part 2: Process Portfolio, 40%

Students at SL submit carefully selected materials which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course.

● SL students submit 9–18 screens which evidence their sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities. For SL students the submitted work must be in at least two art-making forms, each from separate columns of the art-making forms table.

Group 6: Nature of the Assessment

Internal assessment, 40%

Part 3: Exhibition

● Students at SL submit for assessment a selection of resolved artworks from their exhibition. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication.

Group 6: Nature of the Assessment

● SL students submit a curatorial rationale that does not exceed 400 words.

● SL students submit 4–7 artworks.● SL students submit exhibition text (stating the title, medium, size

and intention) for each selected artwork.

Group 6: Nature of the Assessment

● SL students may submit two photographs of their overall exhibition. These exhibition photographs provide an understanding of the context of the exhibition and the size and scope of the works. While the photographs will not be used to assess individual artworks, they may give the moderator insight into how a candidate has considered the overall experience of the viewer in their exhibition.

ConclusionFor our first group of IBDP, we identified the following issues:Limiting Factor Response

Limited HL offerings with Biology HL mandatory for all full DP students

Addition of Visual Arts HL and Global Politics HLAddition of IM3 Honors to create a track for future HL Mathematics

Limited Group 4 (Science) elective options (Chemistry only SL available)

Addition of Environmental Systems and Societies SL

MYP to DP Language paths limited by middle school offerings

Addition of Mandarin SL; offering French sections at Mills Middle

Abrupt shift from pre-AP style instruction in grades 9 and 10 to full IB curriculum in 11 and 12

Fully implemented MYP in 9 and 10 (and 6-8 for Mitchell Middle).

Balancing the demands of the core and internal assessments on the calendar

Beginning of year (plus quarterly) DP teacher meeting to calendar all assessments; earlier scaffolding for IAs.